LAMGF.   LIL-KAf,  ,    Of    rDlJCAMOM 

UNIVERSITT    or    CALIKO:-\NIA 

BERKELEY.  CALIFOHNIA. 


*1 


^JyiM^ 


A  study  of.  absences  in  relation  to  grades  and  mental  ratings 


Bernice  Bowman  Scovell 
A.B.  (Colorado  College)  I9l6 

THESIS 

ubmitted  in  partial  satisfaction  of  the  requirements  for  the  degree  of 

MASTER  OF  ARTS 

in 

Education 

in  the 

GRADUATE  DIVISION 

of  the 

UNIVKRSITY  OF  CALIFORNIA 

Appro V ed T   '    ■     \i  \-\  ^.  \  t  '.\  [ ;. .;     ; 


Instructor   in  charge. 


Deposited    in  the  University  Library 


Date  Librarian 


L  A  ^  k  Jk     k  I     Jiiiiiliiiiis. 

Introduction  1 

Attencl.'xnce,    rclatiosi  to   intelii:^ence 

and   other   fp.ctors.  1 

',*orrei.'<tion  of  ^crndeo   md   hf-alth  1 

Causes   of   irregulrir  attendance  2 

ly^    Hi  hufilth ,   fin.uficial  needs,   truancy.  3 

Utislth  nnd   ^^ttendance  3 

ileeveu.  4- 

DilTereace  bet'Tcen  defective   and  normfil 

children.  5 

kjuraexlc  5 

iiewoeycr  6 

i;efect8   and  retardation  6 

•:    -.  7 

.  ti.e^.iajuioe    -Jiu    :;ciiDiarL;>iip  '/ 

ley  era  S 

Coaauisbioner  of     duc^tion 

ourtea  9 
-efectH   ;-nd    "ro/^reso 

Ayers  /,x. 


iijck  of   /.greeueiit 
oource   !u\d  iJeloctioit   of     .•  t.a 
oeniur  Hi{^  lichool 
Tests   f<iven 
iSelection   of  cooes 
(Jorrelntion   of   tests 
iller 

Trabue 
Attendance   record 

..ectxririf;  dnta 
ijcholoxahip  average 

Fow  derivnd.      Table   1, 

Breitwieser 
Correi;-txoa   of   I,    q,,    arid   L.cholarBhin. 
jiata  tfiken   as  a  unit.  "able   II. 

Other  correlFitioiis 

Trabue 

CJaftibull 
divided   in   thr-  e   grouiDS 

Table   III.    IV 
JiBtribution   of   I.    Q/?, 


nage 
11 
12 
12 
12 
12 
13 


13 
13 

lA 
15 

15 
16 
16 
17 
17 
17 
18 

iy-;?l, 


Table   V  I9 

?;'ble  VI.    Vll.  21 

x.etter  tirades  22 

}fow  derived 

"ercent   ii.   thirds  accordini.^   to 

intelligence    .    .    .   Tnble  VIII  2:?, 23 

Correlatioj.    vith  iritc  ili;:e/ice  23 

ucholarahi*?  according  to   iatilli,;f;nce  24 

Tiible  IX.  2^ 

Aasijoied  r.-tint;a  tnd  1.  Q,    .    comt»H.red  25 

V.  bie  X 
iicholrtrshi>->  and  aueigiied  ratin^rs   com  uired        26 

Table   XI,  27 

Attendance  and  .-r-ides  ,  28 

I.     iB.    nnd  fitteadftiice  28 

Tfible  XII    (    n)  29 

■\-ibie  Ail      (v>)  30 

AbBetiice   .md   auaifjied   i^r.  des  3I 

'r.ble  All  I 

1.  ^.  ,  scholarahi-1  and  median  days  of  32 
absence. 

Table  /.IV  33 


Difference  between  I.    'i,    and  i>c>iolri.rshiT> 

with  laedian  days   o^^  absence  34»3I? 

Table   XV.  36 

Canacity  and  effort   c ran- '.red  36 

Jjiffect    of  Absence   on  Scholar  shin  y/ 

Personal  observntiuns ,   five  37 
Sunsmi'.ry  • 

;>ix  conclu^jio   b,  3;^ ,4-0 

SUv^gestions  4-0,41 

Amcndix  43 

I,    T?ibliop;rf>nV,y.  4i,44 

H.    Drtr;   used.  41>-ii3 


A   ;^UDY  OF    ADSf':SCES   IW  RKLAl'ION 
TO 
OKAPKS   /IND   KE«T/^L  RATIHOS. 

IWTRODUCTIOM 

/Vttend«ince  hqs  alw«»y8  been  considered  essentioil 
to  good  school  V/ork,       The  relation  of  attendance  to 
Intelllf^ence  and  to   school  nrndes  Is  a  very  Import t\nt 
problem,       ilow  t^  at  we  have  both  intelligence  ratings 
and  class  fp^ades  It  becor-«s  possible  to  get   an  answer 
to  tVls  problem,       Uhen  a  student   is  absent  either  be- 
cause  of   lllnesn  or   lazlneas,  tlie  fact  thqt   be   has  ralssed 
his  clasP  exercises  should  seriously  affect  his  class 
standing,        lie  misses  the   instruction,   inspiration,  co- 
orx^ntlon,   explanations,    asGlgnwents,   drill,    in  fact,   if 
the   school  should  exist   at   all  it  ivould  seom  that   It 
should  be  attended, 

UORRt;L\TION   OF   0R4DKS   AuD   III  /ILTIi 

That  there   has  been   a  close  relationship  betv.eon 
111  health  and   school  fprades  hat;   long  been  dlscunsed,' 


It   ^qB  not  hern   sqtlsf qctorlly  proven  thqt  there   ts  q 

▼ery  bir;h  correlation  between  f^rqdes  of  ill  hoqith,  but 

It  V^ts  be ^n  shotn  thnt   111  health  doer,  effect  t}ie   Gcbool  < 

work,  esoeclTilly  the  j^rqdea.       Thin  factor  in  attendince 

has  not  been  the   subject   of  much  study  in  the  High  schools. 

The  I'lch  School  has  been  considered  important  because 

rt   its   subject   ni'^tter,   t^ierefore  grades  have    orobably 

been  considered  niore   important  thqn  attendance,   health 

and  other  general  factors.       Since  compulsory  education 

lav. s  are  forcing  more   students  into  the  High  schools, 

a  study  of  attendance  in  secondary  schools  becoir«s  more 

import  ant . 

Causes  of  irregular  attei^idajijce,  '^   . 

Irref^lar  attendance  might  be  found  due  to  nurier- 
ous  factors.       The   occupations  and  financial  status  of 
the   student   and  his  parents  have  considerable  influence.        ' 
If  both  parents  are  employed,' ouite  naturally  the  home 
Influence   is  n-^t  felt    as   Greenly  as  v;V>en  the  mother  finds 
no  other  duties  outside  the  home,  '     If  the  child  is  an 
orphan,  ?.ith  one   parent   employed,  the   sai^   condition, 
except   in  very  unusual  cases,   v-ould  exist.        111  healt-h 


on  the   pirt   of  eitl)er   or  both  parent g  often   neces;  ttites 
frftouont   absence   is  v.ell   as   111  iiealth  on  the    pgrt   nf 
the   pupil  bi  isGlf .        Cuite   often  hoine  duties,  because   of 
parental  employment  or   illness,   necessitates  the   pupil 
remaining   at   hOi.ie   at   Irregul^ir   intervals  ft  1th  the  con- 
sent of  the  parent,       Tlien  too,   Irreg^ular   attendance   is 
found  qjtiong  pupils  whose  lio:;»es   arc   not  effected  by  finan- 
cial needs,    a  distaste  for   school  activities  leads  3  it  lor 
to  truancy  or   absence  because  of  a  very  slight  excuse. 
But  essentially,   absence   is  caused  by  actual  111  health, 
oving  to  our   stringent   attondartce   laws  if  truqncy  offi- 
cers co-of>o'r  te  with  the   school  officials  and  parents 
of  the    students, 

...   C,   Reeves   of     t ,   Loiiio,   ilir>aouri,      aaoerta  that 
there   "is   a  consistent   relationship  between  physical  de- 
fects  ^nd  class   standing,  that  the  normal  child  excolls 
those  bavins   ohyslcal  defects,    although  tlie    advantage   in 
completed  v.ork  is  not   as  rmrked  as  that    in   clatss  standing. 


1,      .   G,   U^ovns:    :-;ierientar?f  school  Journ-il,  Vol,   15, 
The  Kolatlon  betv  een  Physical  Health  Conditions  of 
Children   and  their   School  ProKreas, 


th->t   children  jn-^rked  one   in  nutrition   stqnd  bic;her  than 
those  m^srked  t?;o,       Pbysicql  defecto,   'jttendince   qnd  clqss 
st«indlng  are  conducive  to  intermlttant   absence,   v'llch 
In  M>e  conirse  of  the   school  ye^r  Is  destructive  to  q 
hi  her  nerccnt^go  of   «ittend?^nce.       The  results  of   inter- 
mlttant   attendance  m«»y  not  be  seen  in  the  prnp^resa  from 
gr-ide  to  gride,   yet  triey  gre  evident   In  tlie   standing  of     ^ 
the   individual  in  tlic  cl^isa,"       Thii5   is  domonatrated  in 
Mr,  Iieove*s  table  in  which  34,9/i  of  tlis  puoils  in  Glaus 
I. have  95^  In  attendance,  while  in  Ca^sa  il  they  hiva 
25.5>iJ  and  in  Class  Hi,   16.3>»,       He  groups  the   students 
absent    54;i  of  ths   school  period  or   less,    and  7,8;^  of 
them  qre   in  group  III,   <5,2>*  in  group  II   <^nd  l;-*  in  group  I, 

Mr.  Reeves  states  furtiaer  that  "these  fqcts  in- 
dicate a  casual  relationship  betveen  p>iyslcal  condition 
and  attendance,   and  a  high  correlation  bett^een  higher 
standing  in  class  and  a  high  percentage  in  attendance; 

.   t'lqt   physlcnl  condition,    attendance   and  home 
environment   as  a  rule   are  related  factors,  that  they 
seldon  act   as  units  on  the  ».ork  of  children  in   school 
and  because   of  this  a  correlation  that   v  ould  even   apiaroach 
mathematical   accuracy  vould  be   difficult  to  establish. 


as  In  most   cat^os  It   would  be   Irnposarole  to  Isolate  the 
dilffcrence  In  tlieir  TDearing  to  school  progress,        lioifcevor 
ti:-e    ntudy  does  not  point  out  that  correlatioi  betv.Gon 
any  of  the  factors  ^nO.  c5n<\raGtor  of  vork  done    in  school 
Is   -positive  nnd  as  such  noi^lts  the  careful  consideration 
of  idrninlstrators*   supervisors  and  teachers." 

Ir'r,  Keoves  considered  children  of  t^yo  first 
el^ht   grades . 

2 

Dr.  Gornelle'o  investigations     determine  that 

there  is  not  much  difference   in  the  grades  of  defective* 
children  and  normal.       This  would  have   some  bearing  upon 
attendance,   as  normal  children  are   logically  more  regu- 
lar  in  attendance  than  the   sub-normal.       The  tables  of 
Dr.  CorncllQ  give  the  folloving  results: 

Percentage  in  Studies, 
Normal  Children  75 

Average  Children  74 

General  Defectives  72,6 

Adenoids  and  enlarged  ton.silc  72 


2,  Cornelle.     The   Psychological  Clinic,   January  1908, 


lut    In  'mother  r/:.udy  Ccrnolle  found  tbat  tlie   ii«r- 
cent  of   dofcctivss  waa  hli-;ht>r  anions;  students  no'>  exempt 
fro,.!  cxau'iinitl  nu  th^n  !5/,ionn  thoso  oxeimpt, 

Dr,  fiieuiaeyer  of  Philadelphia,   In  a  sifiiilar  study 
ae  qir)ted  hy  In,   p.   A?/rss     in  his  article  considering 
children  ©xeriiyt    and  non-oxempt  froi;  exaialnitlon,  found 
that  the    brii^irter  children   seemed  to  be   afflicted    about 
the   sxTte  as  those   less  bri;:;ht,    nlf>o  that  tlicx'e   ia  little 
difference  betieen  defective  ho.-s  and  ^irls,       Tlie   study 
brings  o'jt  t]n  fact  that   "'rotii-'ded  and  ^' oS^q  a^e  pupils 
have  fewer  defects  than  normal  pupils".        (Use   if    in  iiu- 
port-^nt  factor,    for   ¥<ith  the  exception  of  vitiion,   defects 
tfer:d  to  decrease   vith   ago,      "the  nu..:>:er   of  defect ivos 
amorj,':^  dull  children  does  not   differ  from  the  number  ajiong 
bright  children,  but  the  dull  child  is  found  to  be  more 
dcfoctive   in  degree." 

DEFKCTS   Mil)  RliT-^PD-^IOW. 

In  a  srtudy  in  New   Jersey  by  Superintendent   J.  S, 
Bryan  of  t^o  thousand  twenty  children,  found   in  the   same 


3,    \yrc£.,    L.    i  .        ^uerlcan  Physical    .  lucation  i\evletj. 
Vol.    14,        Physical  Defects    md  bchool   Progress. 


article,  thit   <Laoni;  tho  causes  aosl^^ned  fot*  exccialve 
ago   In  the  raspectlve  gridea,  20,5/-  were  due  to  absonce.    '- 
He  determined  that  physical  defects  eere   q  cauoe  but 
not  the  cwse  of  retardation  and  th«»t  the  bearing  <:  i 
phT^ical  defoets  on   school  x-etard^tl  :n  does  not    se;,,;  vory 
great.       iiearly  C0%  of  the  ivientally  normal  children  have 
physical  defect £i,  v  hile  only  Vo/b  oi   those   above  normal   *^ 
are   defective.       And  again  tlie  percentage  of  defective 
cMldrsn  In  the   los.er  grades  iii  higher  th^n  in  the  upf:>er  - 
grades. 

ir.  iiry-tn  states  Ir?  hi  a  couciusion^   "V©  have 
8hoc?n  that   physical  defects  decrease  ritb  age,  th<it   age 
is   Important   ar,d  nnjst  be  considered.        Medical   inspection 
can  prevent  nlsory  and  S'^v©   lives,   school  doctors  v.  ill 
iiinko  it  oasler  and  happier,  but  tlie  royal  road  to  learn- 
ing cinnot  be  found  in  the   surgeonfe  loiife.       Old  faahioned 
industry,   aoplicnt ion,   intelligence  nnd  regularity  vlll 
hold   pv.'ay  qnd  reac  ns  for  poor   scholarship  are  starting,   , 
absence,   laziness^  and   stupidity," 


^c  T, I  It    If.  uses   nbsenco   ^»s   ^i.c    of  the  ctvitrl- 


butory  cauaos  of  poor  .  cholqraliip.     It   eeemts  to  be  the 
lo.:;iC9l  cone  lu -lion  that   such  v-ould  be  the  caae,   silt  hough 

7 

it  uight  be  ijore  noticeable   in  the  grades  than   in   aecondary 
ccliools.        It    Is   such  occaaiovial  hirjts   in  v^srioua   studies 
that   suggests  this  study. 

We  find  ik^ycr's'*  statoiienfc,   "perhaps  moat   of  tlie 
nervous  breakdcwna  in   school  oi'e   aid<  ng  tiia  childi'en  of 
rasdiocrc  abiiity,       ouch  childron,  endov-od  i^ith  unusual 
industry  are   keenly  sensitive  to  anxiouu  ptirents  and 
friends  to  the  end  that  tiiey  feel  tiiiey  .;roat  rank  tdtih  or 
among  tlie  best   in  their  class.       By  undue  expenditure 
of  effort  tliese  cltlldren  soraeti/nes  do  attain  high  rank 
^nd  even  firot   place   In  their  class.       But    it    ia   at 
tremendous  cost," 

Thus   it   V  ould  sec/-i  that   poor   scliolarshlp  jai.3>}t 
be    Contri""'!!''' '.>r"'r   Ir    nb,'-,;>nfii;     •  rid-i  ;^oct.  ly,         'V'hc?    ^.vr.    •■yvn    <-.Th(^T*- 

woven. 

In  a  re?cent  report   of  the  Cormnissioner  of     duca- 
tlrn,  '.  ashinnton,  of  tlie  per  cent  of  the   school  term  -^ 

not   attended  by  tlie  pupils  of  tlie  United  States,  25,4?t 
of  the    achrol   tprvi  V.  as  I  Titer*,       'j  he    loiest   >>ercentage 

4,  i^eyers;     ...cftBurini^  ;..inds  -  uoteon   and  Gaapany, 


was  In  Indiqnflk,   7,1;&,  the  highest   41, It*  In  Kentucky, 
Cilifornla  is  recorded  twenty  seventh  In  the  Hat  f;lth    "^ 
28,5^, 

o,  C.  Courtes^  of  Detroit   in  his  «jrtlcle,   s^ya 
that   in  the  gvorq  c    school  system  <»bout  forty  per  cent 
of  the  children  mqke  the   s<5une  or   lover  scores  it  tVie 
end  of  the  ?rear   gtnd  that   only  one  child  in  five  rmkes 
<i.  reasonable  gain, 

DEFECTS   xm   PhOGRE.aS. 

Laonard  Ayres^     =issociite  dl-'octor  of  t^q  D'^o'^rt- 
njent   of  Child  Hygiene  of  tlie  MuJinel    -nrje  Foundation, 
says  thqt  the   averai^e  number  of  grades  corvpleted  by 
pupils  during  tlie  iihole  tline  there  ras  nine  per  cent 
I'^SQ  than  those  having  no  physic ql  defects, 

The  follow  Ig  table  tn'ren  fror;  his   article   gives 


^'-..-ii:    A-incrlcan   Physlc«il  ' 'due  it  Ion.     ev lev;. 
Vol.   3::.        .;1oai;jr3.;:-:'t    oS    .cl-:':l->n 
between  Fhysical  'and     ontal'^Crroi.th. 

G,    (iyrae,    Leonordx    A^uerican   Physicnl  Kduc^ktlon  Revieti, 
Vol,   15,      V;l\tinn  hv^it-.e-'r!  Phyalcal 
Defects  -Mid  School  Progress, 


the  number  of  ye^ira  necessary  for  eight   gridee; 

Kinds  of   Defects  iiumber  of  Ycgrs. 

Hone 8 

Vision 8 

Teoth 8.5 

Bregtliinf; 8,6 

Tonells 8.7 

4denolds 8.1 

"nlTTged  glnnds 9,2 

One  half  of  the  children  have  defective  teeth, 
one  in  r.even  defective  breath  nr^,  one   in  four  defective 
tonsils,   one  in  eight   adenoids  and  one   half  of  them  en- 
larged plands. 

In  another   article   on  the  relation  of   tjchc^l   and 
college  to  liealth,   Mr.    ^yert   says  "Our   health  Is  hr:tter 
than  thrst   cf   a  generation   a/re,   statist  ice   nhoc  vr   are 
rtronc^er,    longer   lived  nnd    Inrrrer  t^an  cjr   for'^f ntvors, 
'►■'ven  the  collefre   f^lrl  ic   larger,  rioro  rcsey,   less 
nerTcws  than'lior  seminary  predecessor.       The  School  must 
deal  i;lth  the   physical  as  veil  as  tl>e  r'^ntal  man," 

\G  health  bears   a  dose  relntiort  to   attendance. 
It    is  a  most    lmporta>^t   factor  to  he  fionridered. 


It   is  obvious  fron  the   study  of  these   cgtsea  that 
there  is  q  lac'.r  of  ^tgreement.       The  relationships  v-ere 
est  ah  11  shed  In  the   ^ibovc    Instances   in  terms   of  t^ndes 
In  school  r  or!?  nnd  <»ttend9oce  records.       Nor   It  v  ojid 
seem  thqt  the  teqcher  often  •^llo«.'s  the  nttendqnce  re- 
cord to  be  a  detcrmlnln/^  factor,  esTeclally  If  thot  re- 
cord Is  poor  and  the  student   in  r.'^nd  henilth.       fruer 
discussion   Is  derived  from  a  comnarltion   of  the  cnpaclty 
of  the  student   and  his  gr-^dos.         This  cmibln'^tlon  v  ill 
possibly  ^,1^6   a  clear  Insight    Into  tl:!0  relafclonfjaip. 
Kov;  we  not  only  have  the   students  attentonce  record  and 

Is  grades,  but  his  actual  Intelligence  rating  found 
by  standardized  mental  tests.       There  rrrust  bo   soine  re- 
lation bet57Gen  them  and  montil  tests, 

Lo  our  schools  of  today  deal  ».lth  the   physical 
as  fcell  as  the  mental  man  successfully?       Is  it   possi- 
ble to  get  this  point   of  view  and  Its  relation  to  lntelli>- 
gencs    and  the  high  school  grades  from  tha  study  of  attend- 
ance? 


SOURCE    \>^D    r-ilL^CTIOtv    OF  D^TA. 

The  d?ita  for  this  study  ftas  gathered  iron  a 
senior  nir,h  School  of   seventeen  hundred  pupils,   qbout 
f'-urteen  hundred  of  rbosn  had  been  given  mental  tests 
which  rere    available   at  the  time  of  the   study,        rhe 
tests  that  had  been  given   and  tm  results  of  ».hicb.  v. ere 
available   in  the  files  cere  the   4rmy  Mpha,  Form  c^ven, 
the   Oakland  Edition  form  A  of  the  Otis  and  the  rerman 
Test  Form  E,  Of  the  canes  studied  one  Imndred  seven* 

teen  eerc  Terman,  thirty  seven  Alpha  and  live  were   ->t;ls 
tests,  ot  ing  to  tlie  fact  that   it  v;as  not  possible  to 
select  the  three  distinct  types  of  students,   su^^rlor, 
aver  ape  and  below  average  frrsn  nne  type     f  test.     It 
seemed  adviDable  to  do  this,  for  tl-je  correlation  of 
the  three  tests  runs  fairly  '  irjh,       Tlie   study  is  niore 
definitely  def Ixjed  by  confining  tlie  Cases  strictly  to 
the  three  groups  and  using  the  three  teets^  rather  than 
have  the  types  selected  entirely  fro-oi  one  test  and 
merge  gradually  from  one  group  to  anotr'ci'.        In  a  study 
.     Illci7  finds  tl>e  correlitlon  between  the  lernian 


7.  The  Twenty-First  Yeir   Book  of  the   natl<  nal  Socic^ty  for 
the  ^tudy  of  Iducqtlon:- 

Si^lller,  fe.   S,:  Administrative  Use   of   Intelllr,ence  in 
the   High  Schools, 


qnd   <Vlph«»   scores  to  be    ,825,    and  betv  ■^'^n  tT?c   ^Is   ^nd 
Alph**  to  be   .716,       The  correlation  boti.oen  the   Otis 
qnd  Tenmn  Is   ,741,    i^-o  there    is   oract icilly  no  error 
qnd  t^ie  rise  of  tl->e    qb'^ve   is   qs  reliable    ^is   if  the  "'errian 
Tost   '>nly  hqd  been  used   in  the  study. 

In  a   Tunl'r  High  school  study,'   other  tests  correl<jted 
qs  follows:    ,851,    ,66&,    ,587,    indicating  there   is   i  close 
correlation  between  the  /mlority  of  the  tests,    although 
the  highest   correlatlr.n  was  found  betveen  the   .i-itlonal 
Scale   A  and  the  r.ientimeter  Test,  tests  not  used  in  this 
study. 


■^hese  '  n«  h»jr!dred  fifty  n\n<^  students  thur.    ^selected 
r.pre   «»l*>h9hetiC':>ll'r  nrran^d   and  the  attendance   r^^cord 
for  tho  f ntlrc  rchool  for  ti-re^  --ears   (>ein<':^  the  longest 
nsrlod   any  ore   student   had  been   in   schnnl)   war.  e::anilned 
in  order  to  secure  their  respective  records,       '!-be  at- 
tendance records  vere   Hcept    lr»  h-olcs,  tv.  o  for  a   '"'^riod  of 
fo'.ir  TPe'-s,   In  rhlch  the  nnne   of  "^ach    student   v-as;  re- 


7,      rabno,      .   r. :     The  Use  oi"   Intelligence  restr.   in  the 
-Tunior  ^'ir'    i?ch'-els. 


corded  tith  his  nttendanc©  history  foi'  pqch   oorloc!   nf 
the  day.       This   aystea  rce«>nt   tlie    survey  of   sixty  such 
Voles,    ond  the   number   of  tlines  absent,  the  distribution 
of     iibsensep.,    and  the  roae   ns  ivhere    oosPlble  eer??   care- 
fully notr.d. 

Tlie   schol«*sblp  rec'^rd  for  each  punll  for  his 
entire  period  In  hlc^  school  fcas  then   securfjd  froai  the 
Secretary's  flleo,       Fro-.n  this  record  his    scholarship 
averane  vas  found.  ks  the  grades  were   indicated  by 

a  nuTnerlcal  system  (I.e.   1,  2,   :■},   4,   5,)  the   scholar- 
ship average  nas  found  by  multiplying  the  number  of 
ones  by  n"ne,  tTos  by  eli;ht,  tlorees  by  se^rorj,  fours  by 
six    and  fives  by  zero.       ihc   r'=;sultlnf>;   nroAucts  tiere 
e»dded  torrefeher  and  divided  by  the  number   of  grades  re- 
corded.      Table  one  reives  the  covdplcte  process  of   se- 
curing the  Rrade   index. 


t«blt; 

I. 

EnRllch   (l«i) 

I 

(lb) 

I 

Mathematics    (Sc  ) 

I 

II 

LanGuage   (5b^) 

I 

9  X   11  «  99 

(2cl) 

II 

8x3     ■  24 

(5c2) 

^■-'^rm 

(3b) 

ijornestlc    Scionce 

I 

II 

I  J. 

(la)   (2c)  etcetera. 

reproaent  Univeroit-y  nopienclature 

cnl^,   as  -or.':>d  on 

tho 

recoi'd  cards. 

In  English  tliis  particular  student  bad  tl^ree  ones. 
In  Mathematics  a  one   ind  <>  tv-o.   In  i>orrtestic    Science  tro 
0-C3   and   a  tv;o,   in  Language   five   -nes   ^nd  ^ne  tv.o, 
Rjnklng  a  total  of  eleven  ones  and  three  tvos.     1  be  tctal 
number  of  ones  las  ;ttultlplled  by  nine   and  the  total  num- 
ber of  tftos  by  eight.       li-je    sjuia  of  these   icroducta  war; 
one  hundred  twenty-three,       ibis  result  v. gs  divided  by 
fourteen,  tiv?  total  nur^ibcr   of  grades  conalderoc,   sl'^'lns 
a  result   of  8«78«       j-Iie  decimal  polit  v<aa  moved  one 
place  to   if    xi     if. ,    .  iviMi;    J    oCholarship  average   oi'  87 


In  ♦■/Tie  t«»rTns  nf  the    Intol 'lr;ence  Quotient   vhlch  in  In 

Q 

tlio  ritlo  of  -^ne  hundred. 


In  taking  the  entire   group   gnd  using  tlie   Pearson 
coeffi -i   i:it;   of  Gorrelgtlon,   tne    Intelllf^ence  quotient 
■anci    scholqrshlp  nr<ide  for   tbc   entire    r,rnuo  >i«id  ?\   (jc.rel'^. 
tlcn  of    ,657,  tqbie    two. 

'ixBU-:   I. 
^   -  airvriq.   ^x  y)  .  14.354.?.   «  1.975.25  « 


-  1 


12.^81 


nn-'T 


j^t^CX  •y'^         3 


:hl£     caefficlent   of  correlation  qgrees  Mth  others 
frund   in   reoent    studies.        In   q   study ^  JJ,  R,  Trabue,^ 
assistant    Professor   of  tiducition,  TeacViers  OoXlerfi,  Colum- 

bli,    Iz   found  tK    r.cliolJii'ahl.'j  co-.-rc-lRt  ioji   bfrl.v  eon   \  he 


Ths   abovo  nothod   la  one   used  by  /rrofeaoor   J.   B.  Breit- 
r.leser   In  the  Coinpilitl'-n  of  thP  Thorndike  College 
'ntrnncc  iegts   -A  t'te   University  of  Calif ornl--*,    tWb- 
llRbed  by  tb«^  TJolvertjlty  of  0-^ltfornl«»  Press,   herkelev, 
;   ivj-^ry  192'J, 

:  :-:t7  First    fenr  i^ook. 
Tr-^buo,     ;,R,   -  Intelligence  Testiun   In   Junlon   I'lnb   .^ho-l; 


^in  t.^st    f^nd  scbnlarshlp  to  l^e    »5S5  v-Mrln   i;.    nij^^e 
coTir  1  st  ?int.   T'lth  ^^-he    iibov^   correlntlrn.  om- 

i-^rlson,  t^"?  ;a©nti::Tieter  score b  ^nc;  Scholarship  fnllas 
Irv    ^r   .450. 

In   an-^t.lier   etrcTy  found  in  tl..    ^  ^m      ./.■•:, ■^,    >-.  ........ i 

10 

''7  'l^cssie  Lee  Gamtull       of  disk  Jersey  State  Normal,  the 

correl'ticn  of   .56  appears,  between  the  'i.horndik©  teat 
scrre   -^nc?  *"''''"   first    Beinester  of  Kormal  School  vork.      In 
or!o*-h»r  study  of  the  firct   ncmcster  mnrks  of  five   hundred 
frp?lT:ner  of  E<rov.n,  Coltonbl^i  ^nd  Rutgor,  Thonndllcc  v^-^r-^" 
a  cci'rel-.tlon  of  .55, 

Iv  tslrlnp:  the    dntg   in   ^;roupr   of  f if;,  -M"b- 

*ectn  5r}  s^^cersdlng  ordPr  of   Intclllg®'^^*^  mjotlentp,   no 
Rcrrelntl  n  betTeon  the   Intelligence  nuo-^lent   md  rP^ades 
R^G  found.       The   lov  est   frroup  gave   t  correlation  of   .12 
^Viz,  the  me -r? Ian  of  minvs   ,07  plus,  snd  the  hlghsBt  of 
,14  plus,  tqble  three.       This   ir  prob*?.blT  due  to  the 
fqct  thit   euch  a  simall  nu.nirjor   of  cqisas   ire  Msed  in  e^ich 

•        •        •        • 

10.  TfientT  first   Yogy  Book, 

Oinbull,   h.   i>.:   -    \dnlnist.rqtive  Use  of  IntolHf,ence 

Tonta, 


TABIr.    III. 

Correlation  of  I,  o,  ind    wera.-^  (irade. 

{In  rjro'jjpg  of   55,   qncendlng  order  r^f  I,'^.) 

Groups  Correlation 

Lowest  ,1:3  plus 

f;edlqn  (i.;inus)   ,07  plus? 
lIlG'Test  ,14  plus 

The   sorrslition  betvecn  the   l-^^r>'^.    •^roup  is   obvious 
but   for  *bp    GTi-sll  ci'oup  tb'sro    s  qw«  to  be   little   or  no* 
ce;'relatl-n.       Uslnj^  the   same  4«t9,  but   in  th«  descond- 
ir}<-:  rrdor  of   i^rndec,  thorc  rgs  istlll.  no  corrolntion; 
table  four. 


CorrelTtlon  of  I.C*  ^.ricl  Average  n-i^^/je 

!jr-  ou  p  C  or  re  1  at  1  on 

IllgViCst  ,29   plus 

•ledtnn  .09  minus 

Lovost  ,04 


This   simply  corroborq-i-eg  tVo   fncts   in  the   groiips 
of  cor  el^t  ions    In  t«sblo   three. 

The   Iqck  of  ccrrolgitlon   sU':;gested  plotting  tlie 
curve   Bind  «.e  found  the  curves  lrregul«ir,  table  five. 
Since  this   is  true  v/e  cgn  ^ot  expect   a  bif^lier  co-efficient 
of  correlation.        Hovever  if   all  ire  talcen  together,   -and 
all  cases  included,  the  distribution  would  be  more  near- 
ly normal,  tlous   justifying  the  correlation   of    .557, 


I.0< 


T/^LK  V 


Distribution  of  I,  Qs, 


Cases 


70-74 

xxxxx 

75-79 

xxxxxxxxxxxxxx 

SO- 

xxxxxxxxxxxxxxxxxxxxxxxx 

BS- 

xz 

90- 

95- 

100- 

xxxx 

105- 

xxxxxxxxxxxxxxxxxxxxxxxx: 

110- 

xxxxxxxxxxxxxxxxxxxxxxxx: 

115- 

xxxx 

120- 

XX 

125- 

xxxx 

loO- 

155- 

xxxxxxxxxx 

140- 

145- 

XX 

150- 

xz 

155- 

X 

160- 

X 

otal  ' 

15^ 

ifumber , 

5 
14 
24 

2 

0 

5 

4 
28 
30 

4 

2 

4 
23 
10 

0 

2 

2 

1 

1 


DISTRIBUTION   OF   I.Qs. 

The  distribution  of   Inteillf^ence  ouotlentR  In 
table  five  are  marked  in  groups  of  five,  the  first  group 
from  seventy  to  seventy  four,   contains  five  cases;  the 
second,   seventy  five  to  seventy  nine,  contains  fourteen 
cases;   the  third,  elglity  to  eighty  four,   etcetera. 

In  table   six,  the  distribution  of  intelligence 
nuotlents  Is  torlced  out  in  groups  of  ten,       Prwti  seventy 
nine  there  are  nineteen  cases,  elf^hty  to  el^-hty  nine, 
ttonty  six  Cases  et  cetera.       In  this  group  the  median 
Intelligence  ouotlent   Is  found  to  be  one  hundred  nine, 
the   lowest   intelligence  quotient,   seventy,  the  highest 
one  hundred  sixty  n'ne,  w'^king  a  difference  of  forty 
three  betv,een  the  first   and  the  fourth,   and  a  difference 
of  eighty  one  between  the  lowest   and  the  highest;  table 
seven , 


TABLE  VI. 

I.   Q. 

C  rases 

70-79 

19 

3©-89 

26 

90- 

3 

100- 

32 

110- 

34 

120- 

6 

130- 

33 

140- 

2 

150- 

3 

160- 

TABIS  VII 

1^ 

Medlnn  I. 

Q. 

109 

f\i  art  rile 

I 

34 

Quart  rile 

IV 

127 

Lore  St   I. 

Q. 

70 

Highest   I. 

.  Q 

, 

161. 

LBT-TER    GRADES. 

For  t!ie   sako  of  convenience   In  describing;  the  stu- 
dents «k  letter  grade  was  assigned  In  terms  of  their  In- 
telligence quotient   and  grades  plus  the  c  lass  If  Ic 'it  Ion 
of  their  advisers.       The  oer  cent   nf  letter  grades  was 
found  In  thirds  of   students  accto'ding  to  Intelligence, 
In  group  A,  ninety  four  per  cent  v-ero  in  the  hlgliest  third 
and  six  percent   in   lowest.     In  group  B,    seventy  five 
per  cent  v.ere   In  the  highest  group,  twenty  five   in  the 
Riedi  ■•n  group.       In  the  C  plus  groups  seven  por  cent  v.ere 
in  the  hJLghest,  eigTity  eight   in  the  ifiedlan  and  five  in 
the   lowest  third.       In  group  C,  .<»ie  hundred  per  cent  came 
in  the   lov.est  third,   in  Group  D,  tvo  per  cent   In  the  high- 
est, none  In  the  middle  third  and  ninety  eight   In  the  low- 
est.      This  demonstrates  sotne  correlation  between  teacher  *£ 
grides   nna   intelligence  tests.       The  inental  test  results 
of  the  Individual  students  are    ;enerally  unlanown  to  their 
class  teachers,       i^one  of  the   students  rated  A,   or  B,   or 
in  the  first   and  second  section,  fall  in  the    lowest  third. 
Those  in  the  third  section  plus,  tlK5  C  plus  (p?oup,   come 
largely  in  the  median  group,   a  larger  per  cent   In  the 
upper  than  in  the   lov,er.         The  C  and  C  minus  grades  gall 


entirely  in  the  lovest  third,  as  do  tlie  D  graden,  tlth 
the  exception  of  tv«o  per  cent  which  surprisingly  fnlls 
in  the  highest  third,  table  eight. 


TABLE  VIII. 

Letter  Grade 

Highest 
Third 

Middle 
Third 

Lov;est 
Third 

k 

94jg 

6^ 

B 

75% 

25?& 

c+ 

7% 

88^ 

5^ 

C- 

lOOfa 

D 

2% 

98% 

The  tv<o  p<^r  cent   in  the  highest  third  in  the  D 
group  Tias  found  to  be  comprised  of  students  of  foreign 
birth  r.ith  a  very  Inadequate  knowledge  of  the  English 
language.       This  handicap  of  course  prevented  them  from 
p«!SDing  in  tVi©  general  lonoi. ledge  of  the  tests,  chile  by 
intenclvc   study  they  tere   able  to  leirn  tlieir  daily 
lessons  in  a  language   almost  foreign  to  them  and  thus 
attatrs  high  scholarship  grades.        It   Is  ouite  apparent 
that  the   letter  rating  correlates  closely  v,lth  tl:ie  In- 
telligence quotient. 


SCHOLARSHIP   ACCORD IbiO  TO  I,   Os. 

By  dividing  the   students  into  tlirec  groups  accord- 
inc  to  IntelHt^ence  quotients,  the  hlgliest  third  wns  one 
hundred  per,  cent.   In  tlie    middle  eiglrty  eight   fjnd  in  the 
lowest  eijTiity  six  per  cent.       In  the  highest  group  the 
median  scholarship  cas  eighty  six,  the  iTiedian  scl-jolarship 
in  the  v.iiddle  third  was  seventy  seven  «»nd  in  the  loisiost, 
seventy  five,  V.hile   In  the  lov-est   scholarship  ;:;roup 

the  highest  tas  sixty  eight,  the  middle  third,   sixty  and 
In  the   lOGCst  third,   sixty,       Tliere  «;as  a  difference  of 
forty  between  the  hisliest  third  of  the  highest  group  and 
the  irsv.est  third  of  tlie   locost   scholarship  {;roup.       The 
^Igliest  third  of  tV^  median  schol^ufship  is  four  points 
los-er  than  the   lotost  third  of  tlie  hlshest  group,   while 
the   lot^cst  third  of  the  nsedian  scholarship  is  seven  -points 
higher  than  tj^  highest  of  the   lowest  group;  table  nine. 


TABLi:    IX. 

ocholarsbip  by  TLlrdB  ox    ^.^.^y.^ntB, 
According  to  Intelligence  Ouotlents, 


Hlf^hest 
Third 

Kiddle 
Tliird 

Lev/ est 

Third 

Median  Scholgarshlp 

82 

77 

75 

Lowest   Scholarship 

uS 

60 

GO 

Highest  ikJholarshlp 

100 

ao 

86 

Tliere  is  evidently  ^  greater  vari-Zuion  betsicen 
thoKe  in  the  highest   and  middle  thw  betv.een  the  Middle 
and  the   lo^-est, 

ASSIGNED  RATINGS   AiJD  I.   Qs.   CaiPARED. 

The   Intelligence  otmtlents  were   listed  according 
to  assigned  ratings,  median   lntelllr;ence  rnjotlent,   high- 
est  Intelligence  nuotient   <ind  the   lowest  compared.       The 
median  Intelllnenoe  Quotient   of  each  group  was  lov^er  than 
the  group  above;   as  in  group  ^,  median  intelligence  quo- 
tient was  132,5;   in  group  B  116,5  et  cetera.       In  t?ie 
sane  order, ^^owever.  In  the  highest   intelllijence  quotient 


grouplnr.,  the  hlgi-est    in  the  D  group,  vas  t}>lrty  blnhcr 
than  that  of  the  C  group,   ilsr   higher  thin  the  C   olus 
and  B  r;roup.        In  the   list   of  lovest   Intelllcence  ouo- 
tlents,  they  also  aere   In  the  descending;  order,    ns  were 
the   as'^lr.ned  rf^tings,   v  1th  the  exception  of  the  Case  of 
the  A  and  B  group.       The   lowest   intelligence  ouotlent 
in  the   A  group  »as  107  rhlle   in  the  B  group  it  cas  110; 
table  ten. 

TABTJ2  X 


Assigned 
Rating 

Median 
I.Q. 

Highest 

I.Q. 

Lof  est 
I.e. 

Number  of 
caaes. 

A 

132.5 

IGl 

107 

48 

B 

116.5 

123 

112 

4 

c+ 

100 

114 

96 

56 

c 

100 

103 

96 

5 

c- 

89 

1 

D 

80 

133 

70 

45 

Tlie   a-une  group  were  put  together  Rith  reference 
to  ncholarshlp  according  to  assi^pied  rating.       The  high- 
est grade  v^r,  one  hundred,   in  group  A,   v^hile  the   lowest  vae 


sixty  eight,  i<hlch  ir  neven   points  lover  than  the  highest 
grade   in  proup  B.       The  V'ighest  grade  in  gro  vp  13  is  two 
points  hif;lier  than  ttae  median  grade  in  A«       The  highest 
grade  in  the  C  plus  grade   is  (^eater  than  the  highest 
grade  in  the  B  group,   as  is  the  highest  grade   in  t>>e  C. 
group.       The  median  grade   in  C  plus   and  C  groups  are  the 
same,   and  the  median  grade  of  C  minus  is  greater  tian 
the  median  grade  of  both  C  plus  and  C,       The  lov-est  grade 
in  the  D  group  is  eou'^xl  t     tlie   lowest  grade  in  tlie  C  plus 
group,  table  eleven. 


E<jbolarship 

According  to 

Assigned 

hatl 

ngs. 

as; igned 

nedian 

Klr;hest 

Lowest 

Jfunber  of 

Rating 

Grade 

Grade 

Grade 

cases. 

A 

82.5 

100 

63 

4B 

3 

78 

90 

75 

4 

C4- 

77 

QB 

60 

56 

c 

77 

^1 

76 

5 

c- 

BO 

1 

D 

77 

100 

GO 

45 

Entire   gro»JD  77  100  GO  159 

Fra.i  t!ie  tvo  preceediug  tables  we   see  that  the 
scholarship  does  not   agree  with  the   assigned  rating  as 
well  as  the   Intelligence  quotient  does.       This  is  probably 


due  to  the  fact  that  grades  arc,  given  by  teachers  who 
'.tust  necessarily  be  Inf  luer^ced  by  personality,   v.hlle  the 
Intelliserce  quotients,   agreeing  T.lth  the  nsi.lgned  rat- 
ings,  are  more  represent -nt  ivc  of  the   stuccnts'    ^^ctual 
cncacity. 

In  table  eleven  i  hlch  Ic  a  canp  rlr.on  of   in' clll- 
gence  quotients  and  grades,  there   Is  a  correlation  be- 
trcer  the  assigned  ratings  and  the   Intelligence  quotients 
«lth  the  exception  of  '--ne  or  tv.o  unusual  esses, 

ATTEKDAflCE    WD  GRADES. 

Thg  matter  of     attendance   arj«.l  ite  correlation  tlth 
toacher'r,  grades  and  Intelligence  rruotlents  Is   still  a 
q^)«.'3tlon»        ■  e   are  nM;  endeavoring  to  bring  a  final  co-.t 
clurlon  on  t'^nt    subject  for   it  necessarily  varies  accord- 
ing to  tT?e  c->idlticn3  of  dlffsront   sohooln,  home  onvlron- 
in'^r.'-   ■nnd  tbc  economic  condition  of  the   students. 

I.   Qs.    AND   ACTKifD Alios. 

The  f^ne  hundred  fifty  nine  Cases  i  ere   segregated 
Into  three  groups  according  to   Intel Tl-ence  nuotlents, 
hlp.hest  third,  middle  tbftd  ind  lovest  third.       The  median 


nuinbor   of   absences   in  esich  {^oup  r;ere    about  the   sgrne, 
t>ie   lovest  number   of   absences  in  e«ich  group  v;as  zero, 
while  the  groatest  number  of  absences  occured  in  t>ie 
highest  third,  f e«.er  In  tlie  middle  group  -ind  then 
a.G'^eater  nuinbor   qggiin  in  the   lousat  third;  tabic  twelve. 
It  it  possible  th^t  those   in  the  middle  group  have  better 
health?       Or  is  it  that  those  in  the  upper  i.roup  foel 
less  in  the  need  of  attending  school,  while  thasa  ia 
the   lowest   group  find  it   irksonte? 

TABLE  XII    (3) 
Attend v)ce  by  Thirds  of  student r.  Group 
accrrdinrt  to  I.  Ps, 


J^edign  wumber  of  absences 
Lor  est  Nuribsr  of  absences 
Greatest   humber   of  absences   50,25 

OR'ing  tc  the  fact  thnt   one  case,   vhgt   of   59,25  ab- 
serces  was  rather  except i"n9l,  it   seened  odv^sa^ftle  to  omit 
the  highest  numtoer  of  rsch  group  to  see   if  there  Eaa 
any  difference   in  the  results;  table  tv.elve,  b. 


Highest 
Third 

WlddlG 

Ti  ird 

Lc^.est 
1  t.ird 

1.5 

2.0 

2.75 

0 

0 

0 

1   50.25 

21.5 

00.75 

iiif^hest 

Third 

Middle 
Third 

Lov.  e  st 
Third. 

S      1.5 

2.25 

2,5 

0 

0 

0 

34,75 

20.5 

Z^2.b 

TABUS  XII   (h) 


We 41  an  i>iuinber  of  absences     1.5 
Lowest  XJumber 
Greatest   Mu-nber 

The  results  are   practically  the  soaie  as  those 
of  table  tr-elve   (a).       The  median  number  of  absoncea 
shot.'  n  allf^ht  v«rrlitlon  of  ttenty  five  hundredths  in 
the  m'ddle   gnd   last  group.       Th©   lovest  number  of  absences 
still  l5  ze^o,  t?hll«=»  t>>e  gresteet  r:Tedlan  number  of  ab- 
sences continues  to  be  the  hlp;l)est,   in  tl^  '.-ighest  third, 
ftliiost   ar.  Mf,h  in  the  lor.est  third,  t'hlle  the  greatest 
nuviber  of  absences  Is  the   least   In  tl>e  ailddle  t   ird. 
Tfclp  s'lbstantlgites  the   state-nent  previ-usl:?- made  thst 
children  of  raedlocro  ability  are  ;r.ore  regular  it?  attend- 
ance becQ'jse  of  thPlr  recognition  of  the  fact  that  they 
p;qln  b"^  regular   attendance,  those  in  the  A  group  find  It 
unneces'^'orT  irsd  t'^o^^p  of  the  third  group  find  it   irksome. 
So  those  highest    In  lntelll,2ence  tend  to  h-ive  the  r.roat- 
est-  numhor  -f  tibsoncos,  efpeciqll:/  since  t^ho  case  of  the 
greatest  nurnber  of  absences,  fifty  nine,  »ts  exco'^tlonal. 


th-st   of   a  student   of  extremely  poor  iTO^ilth  l)ut   good  niental 
r«»tinn.       There   is  not,  liov.ever,  en^ur,h  difference  to 
msloo  a  definite  conclusion,  but   it    indicates  thnt   low 
intelligence  tends  toRord  irregular    attondvice. 

In  t^ibulqt i.rir';  ^. -o   d^ys  of   absence   according  to 
«88lr;ned  g«ides,  the  inedlan  number   of  absences  in  the 
uooer  (proyp  ras   1,5,   In  the  median  group  it  was  2,tj  and 
in  t^e   lof/eat  third  2,5,       The  gt'oateat  number  of  ab- 
sences in  the  hlgliest   intelligerjce  "uotient   group  Kas 
34,75,   oralttinic;  tVie  case   of  59,25  absences,  in  ti^  .aiddle 
group  it  ?.no  21,5  and  in  tne  lowest  53.75;  tablo,    -jliirteen, 

'Hki^L'.  XIII. 

Da"^s  of  4bsence   According  to  As.^igned  iiradOB, 

Assigned  grades         Median  Number       Greatest     Least     Number 
Absences  iluiibar     i-iumber         of 

Cases, 
(av,7D  or  52  or 

Highest  Third  1.5  (34,75  0  53 

Middle  Third  2.5  21,5  0  53 

Lovcrt  Tiiird  2.5  o5,75  0  53 

-■'i..     OL-li-lJ     v:-)-^;.  liTMH     ^.:'.;     3   ■lOi^     'ir.'i^:'     C...1T.     T-iiC     .KCl.lle 


RTOup  realize  their  deflclercles  and  a'rtend  regularly; 
the  upper  find  It  not    so  necessary  to  attend  regularly 
tp  retain  Vigh  standards;  tlio   Ic^eat   group  find  it    irk- 
fane.       The   lowest  number   of  absences  v.a£  sero  in  c^ch 
e^-oup. 

I.   Q.,    SCBOLARSHIP   AWD  INDIAN  DATd  OP   ABtiSWCE. 

The   intelligence  auotlont   and  scholarship  were 
tabulated  in  such  a  »9.y,   as  to  shot;  the  median  of  days 
absent  frori  each  group,  tabic  fcurtsen.       The  caseL  ?iere 
grcooed  acoordlns  to  ccliolarshlp^  In  sections  of  five 
points  fran  one  iaandred  to  sixty,       T^ach  of  these   s3Ctions 
was  divided  Into  thirds  ace  .rdin;;-  to  intelligence  ouotlentj 
highest  third,  median  and  lowest  third.       Then  faa  .nedlan 
days  of  absence  of  each  group  vvas  determined.        :hcre  i-as 
but   r-ne   CTse  of    100%  scholarship,   found   in  the   hi;;b3St 
Intelligence  group  with  no  absences.         Tbcro  v&ve  no 
cases  in  the  9f>-99  group.       The  90-94  £;roup  the  i;iedian 
doya  of  absence  v.io  6.265,       This  vras  In  tlie  hlghost  in- 
telligence  ouotlent  group  v.hlch  contained  only  t?;o  cases. 
In  the  85-R9  group  the  median  day.-s  of  absence  Is  11,125. 
This  group  had  rlxten  cases.       In  the  middle  tl.ird  the 


nedlon  of  dq*'S  ofi  nbeenco  wrra  1,5,   rlfh  flvo  cases. 
The  niedlan   In  the  lovest  tMrd  rnR  zoro,   ;  1th  tvo  caoes 
c^^nsldered,    -+.  cotor^.        It   is  impoc:-lble  to  establish 
n  '3r?flnlte  concl'inicn  Tvrm  taV-le  foui'teen. 

T&BIE  XIV. 
Table  by  I.  Q.  and  Scholarship  shov  Ing  the  median 
of  days  of  -absence  for  each  group, 
(-)     The  rmmber   of  cosies, 

,   Groups, 


scholarship 

Highest 
Third 

aildla 

Third 

100 

"(1) 

95-9?? 

r,.695<2, 

00 -'^4 

1.125 
1-^10) 

1-^5) 
^•'^(12> 

^(2) 

30-34 

6«5   (15) 

^•0(23) 

3.75jy) 

75-70 

^-^^3) 

^•''^(3) 

^•'^(20) 

70-74 

^•°(li 

l-^(o) 

1.75, 

(lb) 

65-G9 

11.1^5^,^ 

=^•'^^(5) 

60-64 

^•^'^4, 

DI?}?F,RnKC5  Hr:T  EEl'I  I.  ^.   Ain?  SCHOLARSHIP, 
VITI!  !.ni:DI^!  DAYS  OP    ^SS^HCK. 

I'ben  the   cxic  'v-v.-"li.:i.  r  nr;  -^  V"V.l^.*cd  In  j^roupr;  of 
ten,    ?«3Cordlng  to  tlie  differences  betreen  tlie   IntelllceTice 
ouctient  ?ind  scholarship,  the  greateet  differonce  belnG 
set'enty-n^.nc   ?ind  the   lot/cot   a  negative  nine.       7.heY  v  ei'C 
divided  Into  tliree   1 -te lllecnce  Quotient  groupr.  and.  tlie 
medl'^n  dn-^rv,  of  absence  noted  for  each  fproup.       In  the 
hlri'ifist  difference  tiroup,  riiere  wore  tv.    cases,  t}ie  Median 
days  of  absence  noted  5.55?  there  were  none   in  tlie  rilddle 
and  lm;est  third.       In  the  60-69  group,   seven  cases  rere 
In  the  highest  third,  the  n»di£3:'i  days  of  absence  ?;ere  1,'^5, 
again  1^8  find  no  ca£«s  In  the  middle   and  lowest  t'aird. 
In  ^lie  50-59  group,  seventeen  ca^es  were   in  the  Idg'iest 
t>-»lrd,  ?fedian  1.5  with  ho  cases  In.  the   other  two  sections. 
In  ^hf>  40-49  f^oup  f/ere  eighteen  cases  In  the   highest 
third,  »ith  a  median  of  /:J.25,   seven  caces  in  the  noddle 
tlird,  nedi-an  ;3,5  gnd  no  cases   In  the  third  ,:^roup«        For 
the  first  time  we  have  cases  in  each  group  in  the  o0-39 
difference   section.       The  greatest  number  of  cases  begins 
to  appear  in  the  central  group,  diralnishes  and  lin^lly 
disappears  until   ^n  the   cases   are    in  the  third  np?oup. 


Prom  this  ?7e  r6»<ic!T  n  conclusion   nlinll<3r  to  t   o^evlous  one, 
th«it.    In  cice?!  of  the  bri'^ht    students  the  difference  be- 
tween scholiirshlr)  <ind  lnt?lllr^nce  nuotlent  h-^d  little 
efr^iTt   on   nttendqr'Ce,       The   student  Rlth  hlr.h  Intelli- 
gence T.iotlfent   and  good  grades  oa^rs  little  attentl   n  to 
at'''ond<jnce.       The   student  making  fp?ades  about  emnl  to 
lntelli,-:;ence  quotient  was  refyjiqr   in   attendance  »  bilo  tlie 
student  whose   Intelllf^jerjco  ouotlent    ^nd   scholar sMp  both 
are  lov/,  gets  discouraged  and  irpegrjlar  In  attendance  as 
a  result,  table  i'ifteon. 


TAi-'Lt.  XV. 
Table  by  I.  Q.  groups  and  Difference  betwoen  I. 
Q.  and  Scholarship;  with    f<3dlnn  Days  of  Absence  noted 
for  Groups, 

(•)  Jannber  of  Cgses, 
Dirferonce  bet^^een  I.  q.  Groups 

I.Q.   and  scholftrship  foedlan  D«iya  of  Absence. 


60-59 
40-49 
30-59 
20-29 
1.0-10 


r.lnus 
9-0 


Highest 
Third 

Midaie 
Third 

LoKesi 
Third 

-^^Fa, 

U25^^^ 

^•^(1.) 

(IS) 

2-5(7) 

iv.O 


(9) 


2.0 


1.5 
2.12 


(29) 

(15) 

?2) 


2.0 


(2) 


7.375 


(o) 


7.5 
1.75 


(11) 
(27) 


4.0 


(7) 


Only  seven  oi'  the  entire  group  are  worklnj^  nbove 


their  Intelligence  nuotl.^nt   and  the  greateEt   of  those  is 
only  four  points  Mgher  than  the  Gipacity  gr«xnted  by  their 
mfntql  r.:eas',irerrtont»       Twenty-sever)   ?.re  "brs'ikin;;  even, 
tb*  difference  l^ctr.een  the   iri-elli£;enee  ouotlent   and 
cl\"£  "rades  ranging  from  zero  to  nine,   showlnc^  they 
«ir9   pr-^ctlcally  working  up  to  their  fullest   c^.pnclty, 
Ih"}  r^reatest  itramher  of  students,  f'^^tT^,   jn  ^iny  one  group 
of  differences  falls  in  the  thirty  to  forty  class;  the 
Tstedl^n  group.       The  least  auaber  is  in  the  highest  group, 
seventy  to  seventy  nine,   where  re  have  only  tso  students. 
Thsrs   seems  to  be  -^  i^r^dual  dlmlnlehlng  of  the  number  of 
etndsnts  In  both  directions  «lth  the  exception  of  the 
next  to  the   lo«est  ;:^roup,  zero  to  then,  v.  ere  the  number 
,^£t   able  to  hold  t^elr  own  lncre?vf;es« 

The  exceptional  cases  of  low  intelligence  ouo-» 
tlents  and  high  grades  are  responsible  for  the  devl^^tions 
Ir   order,  but   owln/;  to  the   mture   of  these  case&,   «d  has 
loecn  explained  previously,  they  may  be  dropped  entirely. 

i.-'-T   rzr.x)c  i\T':inr-   pnri-'-.r   r.o  -r,.--    j'-c:    ■■-  •  ^i-    ti:cr'r^    13 
lit  hie   if   any  effect   of  absence  upon   echolirshln,        .ut 


a  student,  with  g  hli^h  lnt.ell?,gt3.ice  quotient  is  irregular 
in  nttendanoe,  ^hila  tho  Tieo.iuin  student   aecns  to  ronllze 
Mn  sbrrt  comings  and  attends  vf^f^l'iTlj,  thoiso  of   low 
r-tlar;   ^re   ii'retjjlfir  because   studlee  ars  irlccarie  taMcs, 

rLR&^KAL  OBSEKVAu?I0N£. 

AS  f-e  are  personally  acquainted  in  tte   Llgb  ochool 
in  which  the  study  was  ir.idc  wc  v.ould  suegest  the  follow- 
ing additional  observations; 
(1)  Tlie   student  of  hln'a  scho-:!  an©   is   stronger  physically 

fhtxi  the  student  cf  ,:;r9i:-m3r  school  arc. 
(-)  It  l£  evident  ths^t  the  older  the   stuc^ent,  tho    'esa 

the  correlation  hetr-een  health  and  school  v;ork, 
(w)  7. hat  difference  there   is,  i.=!  talci^n  ctire  of  by  the 
Physical  T^ducgtion  Departrr^      .  ^t  dopnrtment 

undcrt9'<>s  corrective  f^yirinnclu-i,     ;ives  advice  on 
the   subject  of  heslth,   h^p;lene,  proper  conditions 
for  studYlnn  and  co-oner^tes  vith  the  adviser  of 
the  s^uients  In  tho   r>renQr<ition  of  the  individual 

(1)  The    ^dr:iinl3ti"iti-n- and  scVwol  councilor  co-oporate 
with  the  pupilr    '"■'''  -♦-"enta  effectively   V    '•^'     ^^r- 


lalttlng  the   Btuder^ts  to  overdo  and  In  placing  tliem  In 
classes  where  they     can  retidlly  adapt  their  capacltlea, 
(5)  l?he  absence   is  carefully  not.3d  ind   so-opcntloa  on 
the  part  of  the  teaclier  riial^BS  It   possible  for  the 
student  to  make  up  work,   rhether  thv-5    -absence   Is 
due  to  truancy  or  illness, 
(G)  Unnecessary  absence   in   largely    qivolded  by  tlis    -ad- 
ministration  and  an  efficient  attendance  officer, 
Scx^tie  years  afio,  the   lack  of  efloct  of  absence  upon 
the   pupil's   scholarship  grades  rn"  ght   have  boen   said 
to  have  been  due  to  the  teacher 'n  carelessness  and 
I'^xlty  in  rradlnfi,  but  now  it   cannot  be    1udp?ed  so 
because  of  the  close   qnd  active  cc-operatlon  of 
the  forces  mentioned, 

SUflV.ARY. 

SmtttiarizlnK  re  draw  the  C'^ncluclonsj 

(1)  The  asffl^-^tied  i^adee  and  Intelligence  quotient::  cor- 
r'esr>on:'  better  than  the  Intelllcence  puotlente  and 
tc^d'^^r's  ratings. 

(2)  Tlie  teacher's  grncien  anu   -<   ro  ?.  il^jp-^cn   '^n '^■'- 1 -<  >  -  ?  cor* 
rel-»+-e,  but   It    Ir   ->nt    n  •7'^rv  Mrrh  corrolat l-^n. 


(3)  Ths   attendance  beooraes  more  regul^ir   as  ^e  go  from 
high  to  median  intelligence  ouotlent,    and  rn  re   Irre- 
fiular   ae  v.e  go  from  median  to  lov.    Intellip-ence  quo- 
tient. 

(4)  Attendance   is  ,icst   irregular   in  tlie  case  of   stucients 
vhose  grades  are  considerably  lov.er  than  intelligence 
quotients, 

(5)  For  the  bright  student,  dlsrop-ancles  betv.een  grades 
and  Intelligence  ouotients  have  little  or  no  effect 
upon   attendance, 

(6)  None   of  the   conclusions  have  high  en-ugh  statistical 
probability  to  be  considered  as  having  any  extra- 
ordinary influence  upon  attendance  regulations  and 
the  grading  system, 

tSUGGESriOWS, 

/\lthrugh  practlcqlly  t11  of  our   schools  keep  attend- 
ance records  with  accuracy,  the  detgilod  account    of  attend- 
ance  histories,  ,   reasons  for   absence,  the  cause  of   leav- 
ing  school,  et   cetera,   vould  do  much  In   securing  more 
specific  results  In  a  study  of  this  sort   and  be  of  value 
to  the  administration  of  the   individual  school,   as  ^ell 


as  the  educational  system  as  a  whole.       Data  for   indi- 
vidual cases  is  hard  to  secure,  especially  if    ncae  time 
has  elapsed  since  fhe   case  occured.       This  1  s  being 
recocalzed  In  general  and  the  tendancy  Is  to  secure  an 
accurate  detailed  record  of  tlie  attendance  hist  cry  of 
tl-e   individual,       Ve  need  not   only  the  mental  rating, 
tlie  daily  grades,  the  attendance  record  of  tine   student, 
but   a  more  detailed  personal  history  record,   accurately 
Iccpt   in  en. junction  v^ith  them. 


/APPENDIX 


I.      ^"ibliOf^r-n'-'Miy 


t;     U5jfc(i    lu   tf'irj       !.u(iy. 


J3    I    H   L    1    0   G  R   A    P  H   Y. 


Ayrtis ,   L.    0.:      American  PhyBical   ilciucntion  iievievr. 
Volmne  1^;    T»4(;e  19'/ • 
'Physical  Defects  and  Jichool   I'rofjreea. 

liowdon ,   A.    0.:   School   rmO   .Jociety,   Volume   6;   T>age  447, 

Kllrainfltion  frow   the  f'if;h   lichoolc   of   .jOuth    Jikotc, 

ireit^vieser,   J.    V.:      ITniveraity  of  C.-'lifornir    TTesa. 
January,   1^;?.?, 

The  Vhomdike   'Jolle^je  tijntrpnce  Tests  of  the 
University  of  California, 

Cornelle,   13r.  i      f'sychological  Clinic,   I^OH, 

Coioniissiouer   of   :;ducation,      ashinf^ton,  C   C, 

Percent    of  lichool   f'.nd  College   to  Health. 

Courtes,  3.   C:      American  Physical  Education  Kevie'v, 
Volurae   P.P.. 
Physical  nnd  .iental   (Jrowth. 

aoule,  A.    ;i.  :      iJchoul  ileyiew,   December   1903. 

Relation   of  uchool  and  Coll.  r:e  to  Health, 

Karrin^on,   T.   P.;     American  rhyaical  Kducation  iievie?/; 
Voliuae   15,   \mgfc   273. 
Ue.-ilth  and  Kducution, 

Meyers,   0.   E.    and  ^ley>rB,   0.    c. :     Mewsome  nnd  Co. 
ileaBurin^i  L'inds, 

Par 9 on u ,  li.    D.    &nd  DhcTinard,    ;.   II.:      tichool  and   i.ociety. 
Volume   3,   nnge  27 1. 
Causes  for  Leaviup,   ^^chool. 

Heevea,    /.    c.  ;   sleoientary  ochool   Journnl,   Volume   li?. 

The   delation  IVit./een  TJhyaioal   Health  Conditions  of 
Children   and   their   r>chool   ^ro^^rcso. 

iianford:     rjental  and  Physical  life   of   the  iichool   (;hild. 


Stevens,    X.  C.:     School  Revleo,  Volume  24,   pqge  450, 
Survey  of  Retarded  Children. 

Tcrr/ian;     Intellit^nce  of  the  School  Child, 

The  T?,enty-f irst   Yesir   Book  of  the   dgtlonql  Society  fen* 
the  Study  of  i:  due  at  Ion, 

V.alces,  i.  •  S.:      Scho-^l  Reviev;,  Volume  26,   page  349. 
Failing  Pupils  In  High  School. 


DATA  Wli.D    iii   Th'IS    S'-ITDV. 

In  listinjr  the  datn  used   in   this   study    ve  h.-  ve 
six  coiuinat 

1.  Vlie  nuiaber  of  the  utudf.nt  asaitjned  for  idcntifi- 
C'^tioa. 

2.  'ihe  ^i;rour>  rrtiriK  or  lettrr  frr;  de  7?hich  w;>s  foiaid 
in  tejnas  uf  the  intelligence  QUotitnt  ind  grades 
T>ius  the   cl.'ssific;,tion   of   the   advisors. 

3.  '^he   intellif^.-n^e   quotient. 

4,  'he   students   clans  ^.^rrde   ex-oressed   in   the   s?Mne   terras 
r  8   the   intf-llif;!  nee   quotient. 

^.        he  difference   between  the;    intelligence    quotient 

■  nd  the  cImss   f^r^des. 
t>,      I'he  aui'iber  of  dnya   .-.bsent. 

The  last  mentioned  is   c- rried  out   to   tv/o  deci- 
mal r)lacea  becf-use   of   the   consider  tion   of   the   frac- 
tional  ^rurt   of  d.-ys  Jibaent. 


..tucient  arouD          i.... 
;{atin{; 

.    r.ide 

Abtieut 

101 

1^;^' 

ao 

75 

.25 

14!^ 

161 

86 

75 

10.5 

it; 

I3fi 

77 

6i 

0 

131 

i.4<'5 

7 

61 

.75 

54 

■-  V' 

68 

62 

1. 

C?. 

x^7 

82 

65 

1.25 

10^ 

li^u 

l>5 

<5 

1.5 

;4 

135 

/^ 

61 

1. .  *:; 

IPA 

13P 

76 

(2 

.. 

IP.'. 

iL^;? 

100 

52 

0, 

126 

i.-^^> 

7<^ 

57 

0. 

90 

134 

80 

54 

0. 

li/- 

139 

86 

53 

»> 

16^ 

1  V1- 

70 

54 

I. 

i6( 

U9 

r^2 

57 

-. 

iiy 

137 

80 

57 

i.5 

iij 

131 

75 

56 

1..5 

25 

132 

82 

50 

2. 

iia 

132 

82 

1,0 

30 

149 

131 

77 

b4 

5» 

tudent 

iroun 

1.      ,. 

i3i> 

•  r  de 

Uifference 

58 

j.ys 

. botnt 

5.75 

Lt^ 

137 

ya 

5i^ 

7.35 

45 

i3l 

n 

54 

i^;.25 

19 

A 

135 

/B 

5'/ 

32. 

84 

A 

12/ 

'/5 

52 

34.75 

148 

'* 

134 

;i7 

4/ 

0. 

8 

130 

B/ 

43 

0. 

107 

130 

^3 

4/ 

.25 

128 

130 

{58 

42 

.25 

i-1^ 

^V 

130 

M8 

42 

.25 

47 

A 

130 

87 

43 

.5 

lijO 

A 

133 

86 

47 

•  5 

11 

133 

4 

49 

.5 

iiV 

iU 

-5 

46 

i.5 

9b 

A 

125 

85 

40 

3. 

67 

A 

130 

84 

46 

3.25 

55 

132 

8i> 

43 

'•-i; 

12 

l26 

82 

44 

164 

A 

133 

)^ 

43 

.  .25 

ii,4 

1-31 

9  > 

41 

/. 

68 

121; 

4 

41 

'- ' . 

•tuuent 
34 

Group 
liutiiit; 

•      A 

132 

«5 

;iifercace 

47 

-iysj 

.vV>a(.nt 

20. 

5^      . 

B 

123 

75 

48 

2^.75 

laa 

B 

il6 

80 

36 

1.5 

109 

s\ 

124 

a^ 

35 

3.5 

ly/ 

A 

116 

li 

37 

:^. 

85 

A 

llB 

»5 

i.3 

13. 

61 

B 

11'/ 

/» 

)9 

^925 

146 

112 

a3 

2^ 

12.7$ 

^3 

B 

110 

ya 

i2 

19.25 

10 

A 

1Q7 

•/8 

2^ 

20.5 

64 

C 

nlu 

iJll4 

75 

39 

2.> 

3^^ 

c 

^lll 

3114 

no 

34 

3. 

1)0 

■:J 

114 

Mo 

H 

4.5 

■>'l 

114 

82 

32 

.5 

-M 

0 

105 

/3 

32 

4. 

i>2 

c 

>6 

/^' 

16 

^2.5 

^2 

c 

1  )4 

/4 

3> 

0. 

44 

ij 

^5 

/6 

1^ 

6.25 

121 

1^3 

// 

26 

7. 

'/6 

u 

100 

a 

23 

''4.75 

36 

G 

r»luali'^ 

'.'■ ) 

30 

0. 

tudent 

rtroup 

■    '■'lua 

i.qi. 

Orv.de 

ifference 
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